|
Showing 1 - 3 of
3 matches in All Departments
Understanding how young children begin to make sense out of the
social world has become a major concern within developmental
psychology. Over the last 25 years research in this area has raised
a number of questions which mirror the confluence of interests from
cognitive-developmental and social-developmental psychology. The
aims of this book are to consider critically the major themes and
findings within this growing social-cognitive developmental
research, and to present a new theoretical framework for
investigating children's social cognitive skills. Beyond being the
first major review of the literature in this area, this synopsis
articulates why contemporary theoretical ideas (e.g. information
processing, Piagetian and social interactionist) are unlikely ever
to provide the conceptual basis for understanding children's
participative skills. Building upon ideas both within and beyond
mainstream developmental psychology, the "eco-structural" approach
advocated seeks to draw together the advantages of the ecological
approach in perceptual psychology with the considerable insights of
the conversational analysts, child language researchers and
Goffman's analysis of social interaction. This convergence is
centred around the dynamic and participatory realities of engaging
in conversational contexts, the locus for acquiring social
cognitive skills. The framework provides the building blocks for
models of developmental social cognition which can accommodate
dynamic aspects of children's conversational skills. This book then
is a review of an important area of developmental psychology, a new
perspective on how we can study children's participatory
social-cognitive skills and a summary of supporting research for
the framework advocated.
When a young child begins to engage in everyday interaction, she
has to acquire competencies that allow her to be oriented to the
conventions that inform talk-in-interaction and, at the same time,
deal with emotional or affective dimensions of experience. The
theoretical positions associated with these domains - social-action
and emotion - provide very different accounts of human development
and this book examines why this is the case. Through a longitudinal
video-recorded study of one child learning how to talk, Michael A.
Forrester develops proposals that rest upon a comparison of two
perspectives on everyday parent-child interaction taken from the
same data corpus - one informed by conversation analysis and
ethnomethodology, the other by psychoanalytic developmental
psychology. Ultimately, what is significant for attaining
membership within any culture is gradually being able to display an
orientation towards both domains - doing and feeling, or
social-action and affect.
When a young child begins to engage in everyday interaction, she
has to acquire competencies that allow her to be oriented to the
conventions that inform talk-in-interaction and, at the same time,
deal with emotional or affective dimensions of experience. The
theoretical positions associated with these domains - social-action
and emotion - provide very different accounts of human development
and this book examines why this is the case. Through a longitudinal
video-recorded study of one child learning how to talk, Michael A.
Forrester develops proposals that rest upon a comparison of two
perspectives on everyday parent-child interaction taken from the
same data corpus - one informed by conversation analysis and
ethnomethodology, the other by psychoanalytic developmental
psychology. Ultimately, what is significant for attaining
membership within any culture is gradually being able to display an
orientation towards both domains - doing and feeling, or
social-action and affect.
|
|